Embedding a therapeutic culture

Objective

School leaders wanted an approach that supported every pupil. They already used therapeutic principles and didn’t want to start from scratch. Instead, they aimed to fine-tune their planning and provision to create a shared language and understanding among staff, pupils and parents.

They chose to take part because they believed in the approach - not because it was promoted by West Sussex.

They felt that Therapeutic Thinking worked well alongside what they already used, like Growth Mindset and Zones of Regulation.

Staff also wanted children to understand that behaviour matters not just at school, but also at home and in the wider community.

Actions

• All staff received three hours of training from in-house Therapeutic Thinking tutors.
• They reviewed and updated their Behaviour Policy, involving staff in the process to make sure it was clear and meaningful. They renamed it “Encouraging Pro-Social Behaviour.”
• Teaching staff received extra training on how to use Anxiety Analysis tools.
• Staff helped children understand their behaviour through assemblies, daily conversations, and direct teaching.
• They encouraged children to see the value of pro-social behaviour and regularly discussed how it feels to do the right thing.
• Staff took time to talk with children about the consequences of their actions - both positive and negative.

Impact

• The updated policy helped create a more consistent approach across the school. Staff and pupils now use a shared language to talk about behaviour.
• Everyone understands that all behaviour, whether pro-social or dysregulated, has consequences.
• Teachers found the Anxiety Analysis tools helpful for understanding behaviour patterns.
• Pupils began to value pro-social behaviour for its own sake. One pupil said, “If you are showing more pro-social behaviours you get more responsibility, which is good.”
• Fewer children now sit outside the headteacher’s office for negative behaviour. Instead, they often visit to celebrate achievements or just have a chat.
• Children now use the shared language confidently and understand what it means.
• The approach has made a big difference for individual pupils, including one child who now comes to school feeling happy and confident.

Next steps

Staff plan to create a video presentation to help parents and carers understand and support the Therapeutic Thinking approach at home.